Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition, poor spelling, and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experiences, which can impede growth of vocabulary and background knowledge.
Teacher(s) determine that a student is having an unexpected difficulty learning how to read. (RTI Screener, Teacher Observations)
Teacher(s) provide Tier I and Tier II Interventions. Notify parents of concern and meet with campus Student Assistance Team to document interventions.
The teacher, in collaboration with the Student Assistance Team (SAT), should document data on Intervention Plan (IP) forms.
Meet with student’s parents and complete parent consent forms.
Complete RTI Student Data Referral Form Packet (R) and send to Special Ed. Office.
Counselors and Dyslexia Therapists will test the student
Learning Facilitator/Counselor or 504 Coordinator will notify the teacher and parents of results
Student may qualify for Special Ed. and/or Dyslexia services or may not qualify for any special services. The student may need further RTI Interventions if they do not qualify.
The ARD or 504 Committee will determine eligibility for the appropriate services. Dyslexia services do not automatically qualify student as 504.
Reminder – If a student does not qualify for Special Ed. Then it is the responsibility of the SAT team to determine eligibility for 504 services.
Keep in Mind
The dyslexia committee looks for a significant discrepancy in reading ability and reading achievement.
Careful consideration must be made before referring a student receiving special education services to the dyslexia program. The Alphabetic Phonics/Scottish Rite Program used by the district is a systematic, sequential, fast-paced program and may not meet the needs of all students with learning disabilities.
A student usually needs a year of therapy before a significant improvement in the child’s reading, writing, and spelling shows through.